• The Journal of Korean Institute for Practical Engineering Education
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• v.4 no.1
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• pp.45-50
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• 2012

The Knowledge-Based Society in $21^{st}$ century requires innovation in colleges' roles and characteristics. The recent colleges stress researches on industry and school in industrialized society; they try to improve the quality of higher education and to have responsibility of instructing vocational education. However, professors do not have enough opportunities to consider about teaching methods. Thus, during the class, they often fail to demonstrate their actual experience. This is because they have not gained enough chances to improve professionalism of lecture. Therefore, colleges have to provide more opportunities to professors to improve their abilities of teaching. This paper proposes mentoring programs, portfolio, and micro-teaching for improvement of lecture.

• Journal of the Korean Geographical Society
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• v.50 no.1
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• pp.123-139
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• 2015

This paper attempts to complement the methodological and conceptual lack of spatial thinking in Korean women's movement research and to facilitate further discussion on this field of research, by drawing on recent academic discussion on scale developed particularly among the Western critical and feminist geographers. The purposes of the paper are following. First, it addresses the need to utilize the concept of scale in women's movement research. Numerous spatial metaphors often proliferated with indiscretion in the feminist approach have rather tended to hinder fully understanding the spatiality of social movements. In order to examine the spatiality of social movements as both conceptual tool and praxis, not merely as metaphor, the paper incorporates main issues in recent scale discourses with particular attention to the debate between Marston and Brenner, and explores their implications for women's movement research in Korea. Second, it emphasizes the multi-scalar approach by highlighting the role of micro-scale, the less studied side in social movement literature. The public and the private divide, the long time battle ground in feminist research, is often intermingled with the hierarchical scalar understanding which considers the global as more powerful and important than the local. The reproductive realm, however, is indispensably related to production and political economic realm. The paper explores the very site where both the public/private divide and the hierarchical scalar understanding can be dismantled. It is the site where the private becomes public and the local becomes the global (and vice versa). Drawing on a brief example of an anti-FTA movement of women with strollers in Korea, it examines the way the multi-scalar approach advances the understanding of Korean women's movement.

• Journal of the Korean Geographical Society
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• v.50 no.6
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• pp.695-715
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• 2015

The history of Korean Pungsu can be approached from two perspectives. One is through the history of its theoretical formation and evolution, and the other is through the history of its social and cultural formation and evolution. The former, i.e. Pungsu theories, was produced and developed by intellectuals as an elaborate system of cosmic knowledge and logic. The latter, i.e. Pungsu culture, was consumed and adopted by various social groups in their spatial life practices. It was Chinese intellectuals that originally initiated and carried out the production, formation, and development of the fengshui theoretical system. Intellectuals in neighboring countries adapted Chinese fengshui to their local environment, incorporating their own historical and cultural features, and practiced this transformed and indigenized form of geomancy. The evolution of Korean Pungsu can be summarized as having the following five characteristics. First, Koreans accepted fengshui from China, pragmatically adapting it to fit the Korean natural and social environment, and then used it for social discourse on space. Second, Pungsu had a comprehensive and varied influence on Korean culture throughout its different historical periods. Third, combined with social thought led by differing social classes, Korean Pungsu existed as an element of social discourse. Fourth, Koreans' theoretical preferences of fengshui were for the landform method over the liqi (理氣) method. Fifth, the Bibo philosophy was a characteristic feature of Korean Pungsu.

• (The)Study of the Eastern Classic
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• no.72
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• pp.265-298
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• 2018

This paper examines the contents and meaning of the education reform theory among the social reform theory of Wie Baek-gyu(1727~1798), a representative Confucian scholar of Honam in the 18th century, and suggests the moral educational implications of his educational reform theory. Wie Baek-gyu, who lived through the Yeongjo and Jeongjo eras, diagnosed the contradictions and problems of society at that time as the absence of morality. And emphasized the reform of school education as a center of ways to overcome social disruption. The educational reform theory he envisioned was to systematize the process from child education to higher education centered on the system reorganization of the school, and to formulate school education in conjunction with the selection of talent. He emphasized the cultivation and practice of moral character in the course of admission and curriculum of the school, and suggested a system that reflects the opinions of the local people in the admission process, thereby establishing the school as the center of the local society. His educational reform theory, which embodies the school system based on moral education and further shapes the school system and educational contents as the center of edification and recruitment of talented people, is a big indication of the curriculum of the current moral curriculum that emphasizes the cultivation and practice of inner morality based on personality education. In this paper, I summarized and reviewed the general contents of his perception of the times and social reform theory, the diagnosis of the educational reality that is the basis of his educational reform theory, and the specific contents of the education reform theory. Based on this, I presented the meaning to the current moral and curriculum.

• Journal of Korea Entertainment Industry Association
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• v.13 no.3
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• pp.101-110
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• 2019

The actor's art work is to build and create a role on stage based on the writer's drama. The actor's role creation is possible by analyzing the role of the writer in the drama logically and acting it actively. This is how an actor who practices practical acts goes beyond a stereotypical role-building and performs live acting skills. A case study in the field work for the application of Etude is absolutely necessary at present, where Etude of Stanislavsky is operated in Korean university education and field. This study will be a case in which Etude, which is a scientific and systematic acting methodology of Stanislavsky, is recognized and applied in the field as a methodology for more extended actor training methodology rather than making a judgment about the value of Etude as applied to theater education and the field as an acting training method. The researcher will introduce the methodology of using Etude as an acting method of Stanislavsky through the use of Etude in the creative play , and would like to give an example of an acting creation process model about 'how to apply Etude'. Through these studies and applications, actors can avoid falling into stereotypes and mannerism, and prepare the foundations for a living actor's art, the acting guide for creating a practical role.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.735-760
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• 2009

Most of every teachers' life is occupied with his or her instruction, and a classroom is a laboratory for mutual development between teacher and students also. Namely, a teacher's professionalism can be enhanced by circulations of continual reflection, experiment, verification in the laboratory. Professional development is pursued primarily through teachers' reflective practices, especially instruction practices which is grounded on $Sch\ddot{o}n's$ epistemology of practices. And a thorough penetration about situations or realities and an exact understanding about students that are now being faced are foundations of reflective practices. In this study, at first, we explored the implications of earlier studies for discussing a teacher's practice. We could found two essential consequences through reviewing existing studies about classroom and instructions. One is a calling upon transition of perspectives about instruction, and the other is a suggestion of necessity of a teachers' reflective practices. Subsequently, we will talking about an instance of a middle school mathematics teacher's practices. We observed her instructions for a year. She has created her own practical knowledges through circulation of reflection and practices over the years. In her classroom, there were three mutual interaction structures included in a rich expressive environments. The first one is students' thinking and justifying in their seats. The second is a student's explaining at his or her feet. The last is a student's coming out to solve and explain problem. The main substances of her practical know ledges are creating of interaction structures and facilitating students' spontaneous changes. And the endeavor and experiment for diagnosing trouble and finding alternative when she came across an obstacles are also main elements of her practical knowledges Now, we can interpret her process of creating practical knowledge as a process of self-directed professional development when the fact that reflection and practices are the kernel of a teacher's professional development is taken into account.

• Journal of the Korean Geographical Society
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• v.30 no.2
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• pp.132-145
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• 1995

The Purpose of this study is to integrate two opposite paradigms, (development from above) and (development from below), by means of A. Giddenss (structuration theory) and to provide practical development strategies on the basis of integrated paradigm. The integration of these two opposite paradigms is in fact the internalization of epistemological overcoming of 'dependency', which means the structural transformation of dualistic thinking into monistic thinking that the enlargement of capitalist world-system can be 'development' and it may also be 'dependency'. Therefore the practical main issue of this integrated paradigm results in how peripheral countries should achieve self-reliant and continuous development under the circumstances of dependency. To achieve such development while resisting the growing arrogance of transnational capital, development strategies should be prepared to maker revitalized political community designed to fit a human scale and for the economy to be subordinated to the political will of the community. And at the same time the 'empowerment' of people should be strengthened.

• Korean Journal of Childcare and Education
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• v.9 no.2
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• pp.239-262
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• 2013

The purpose of this study was to examine the types of image that early childhood teachers have about nursery teachers in detail in an effort to provide some information on how to build an ideal image of a nursery teacher. Another goal was to determine the right directions for teacher education based on the subjective opinions of early childhood teachers, which has not been covered in earlier studies. The Q-methodology was utilized to determine the awareness of early childhood teachers about the types of the images of nursery teachers and each type's characteristics. A Q-population was constituted by 310 types of images based on the results of earlier studies about the images of nursery teachers, and 48 Q-samples were selected according to frequency. And then 20 nursery teachers and 20 kindergarten teachers were asked to classify the images of nursery teachers in nine stages by using the Q-sort, and the data were analyzed by the statistical package PASW 18.0. As a result, four different types of images appeared that the early childhood teachers had about nursery teachers, and the images were respectively named 'a practical-teaching-oriented type of teacher', 'a negative-system critical type of teacher', 'a positive-humanistic type of teacher' and 'a neutral-emotionally type of teacher'.

• Proceedings of the Korea Society of Information Technology Applications Conference
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• 2002.11a
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• pp.249-268
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• 2002

최근 ERP 시스템이 기업의 전략적 도구로 인식되어지면서, 대기업뿐만 아니라 중소기업에서도 이에 대한 관심이 확산되고 있다. 이러한 경영환경의 변화로 ERP 시스템 도입에 대한 최고경영자 및 일반직원들의 인식이 이전에 비해 높아지고는 있지만, 사실상 인식만 있을 뿐 이에 대한 실제적인 실천전략이 미흡한 실정이다. 이는 중소기업에서 ERP 시스템 구축을 위해서는 수개월 또는 수년간에 걸쳐서 기업의 많은 자원이 투입돼야하기 때문으로 중소기업이 이를 극복하고 성공적인 ERP 시스템을 구축하기 위해서는 중소기업 환경에 적합한 ERP시스템 구축방안이 마련되어야 할 것이다. 따라서 본 논문에서는 기존에 선행 연구된 연구자료를 비교ㆍ분석하여 중소기업의 특성에 적합한 ERP 시스템 구축 성공요인과 구축전략을 도출하였다. 주요성공요인으로는 교육훈련, 명확한 도입목표 설정, 적합한 패키지 선정, 최고경영진의 참여, 그리고 현업사용자의 참여가 높은 빈도율을 나타냈다. ERP 시스템 구축방법론은 준비단계, 분석단계, 구축단계, 구현단계, 종료단계의 다섯 단계로 나눠볼 수 있으며 각각의 수행단계별로 Activity가 정의되고 이에 대한 산출물이 발생하게 된다. 또한 ERP 도입시 소프트웨어의 자체개발보다는 패키지 도입이, 그리고 이의 접근방법으로는 선정된 모듈을 일괄적으로 적용하는 Big-Bang방식이 중소기업 실정에 더 합리적이며, 구현시기에 있어서는 Big-Bang방식과 더불어 기존업무에 ERP 시스템을 구현함으로써 ERP 시스템이 제공하는 기능과 함께 BPR의 효과도 얻는 방법이 가장 적합할 것으로 사료된다. 끝으로 본 논문에서는 ERP 시스템 도입의사가 있어도 기업환경 여건이 따라주지 않아 실천에 옮기지 못하는 중소기업을 고려하여 도입지원방안으로써 산ㆍ학 연계모델을 제시하였다. 중소기업은 ERP 시스템 도입에 필요한 인적ㆍ물적 자원을 대학으로부터 얻음으로써 자체 내 보유능력의 한계를 극복하고, 대학은 현장실습을 통해 풍부한 경험을 쌓음으로써 우수 인력 양성에 기여할 수 있을 것이다.

• Proceedings of the Korea Society for Industrial Systems Conference
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• 2002.11a
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• pp.249-268
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• 2002

최근 ERP 시스템이 기업의 전략적 도구로 인식되어지면서, 대기업뿐만 아니라 중소기업에서도 이에 대한 관심이 확산되고 있다. 이러한 경영환경의 변화로 ERP 시스템 도입에 대한 최고경영자 및 일반직원들의 인식이 이전에 비해 높아지고는 있지만, 사실상 인식만 있을 뿐 이에 대한 실제적인 실천전략이 미흡한 실정이다. 이는 중소기업에서 ERP 시스템 구축을 위해서는 수개월 또는 수년간에 걸쳐서 기업의 많은 자원이 투입돼야하기 때문으로 중소기업이 이를 극복하고 성공적인 ERP 시스템을 구축하기 위해서는 중소기업 환경에 적합한 ERP시스템 구축방안이 마련되어야 할 것이다. 따라서 본 논문에서는 기존에 선행 연구된 연구자료를 비교ㆍ분석하여 중소기업의 특성에 적합한 ERP 시스템 구축 성공요인과 구축전략을 도출하였다 주요성공요인으로는 교육훈련, 명확한 도입목표 설정, 적합한 패키지 선정, 최고경영진의 참여, 그리고 현업사용자의 참여가 높은 빈도율을 나타냈다. ERP 시스템 구축방법론은 준비단계, 분석단계, 구축단계, 구현단계, 종료단계의 다섯 단계로 나눠볼 수 있으며 각각의 수행단계별로 Activity가 정의되고 이에 대한 산출물이 발생하게 된다. 또한 ERP 도입시 소프트웨어의 자체개발보다는 패키지 도입이, 그리고 이의 접근방법으로는 선정된 모듈을 일괄적으로 적용하는 Big-Bang방식이 중소기업 실정에 더 합리적이며, 구현시기에 있어서는 Big-Bang방식과 더불어 기존업무에 ERP 시스템을 구현함으로써 ERP 시스템이 제공하는 기능과 함께 BPR의 효과도 얻는 방법이 가장 적합할 것으로 사료된다. 끝으로 본 논문에서는 ERP 시스템 도입의사가 있어도 기업환경 여건이 따라주지 않아 실천에 옮기지 못하는 중소기업을 고려하여 도입지원방안으로써 산ㆍ학 연계모델을 제시하였다. 중소기업은 ERP 시스템 도입에 필요한 인적ㆍ물적 자원을 대학으로부터 얻음으로써 자체 내 보유능력의 한계를 극복하고, 대학은 현장실습을 통해 풍부한 경험을 쌓음으로써 우수 인력 양성에 기여할 수 있을 것이다.